JVS - Boston

Boston Uncornered, JVS - Bridges to College and Careers, Rian Immigrant Center, Suffolk County Sheriff's Department, X-Cel Education

TAGS: #DigitalLiteracy #Assessment #GoogleForms #BostonUncornered #JVSBoston #RianImmigrantCenter #XCelEducation #SCSD

WHAT | One effective way to understand the digital literacy levels of learners is to conduct a pre-assessment: Once the results are collected, they can be analyzed to identify the areas that require attention. By understanding the learners' needs early on, we can effectively move forward and provide them with the support they need to succeed. Assessments may be administered upon intake using the Northstar Digital Literacy platform (paper or digital), custom-made Google Forms, or other resources that work for the agency.

WHY | As educators, we strive to save learners' time by identifying their specific needs and crafting our edtech routines accordingly: Our goal is to assess and build digital literacy skills for students, providing additional support where needed to help them achieve their education goals and/or transition smoothly to higher education or the workforce. Assessing digital literacy skills can motivate students to improve their academic skills and reduce anxiety and frustration during instruction by empowering students with the knowledge to use digital platforms.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Clear Structure and Presentation

• Learner Choice

• Check-ins

• Error Analysis

• Formative assessment

• Goal setting and monitoring

HOW | Google Forms: During the intake/orientation process, new students are provided information about and access to a pre-assessment to self-assess their digital literacy skills. Students log into the pre-assessment and review the directions with instructors and staff. Students then answer questions that determine their digital literacy and knowledge of the platforms and programs they will use within the program. This may include, but is not limited to: Zoom, Google Classroom, Google Drive, Google Docs, Moodle, Chat (WhatsApp), Canvas, navigating college websites and financial aid websites, and more.

The students are given a time limit to answer the pre-assessment questions. At the end of the allotted time, students will be given an opportunity to review their answers with instructors. Instructors will review the answers as a team and determine which students need additional digital literacy support as they begin their classes. Digital literacy instruction will be integrated across subject areas with a focus on improving technological skills with formative assessments, goal setting, and a final summative assessment.

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• IS.4: Self-assess Your Skills: Identify info needs and competence/knowledge gaps

• LL.2*: Adapt to New Technology: Adaptability [e.g. open to learning new tech, reapply/build on tech experiences]

JVS - Bridges to College and Careers

TAGS: #LMS #GoogleClassroom #JVSBoston

WHAT | Discover ways to successfully and effectively use Learning Management Systems (LMS) to enhance and review comprehension of essential digital literacy skills.

WHY | The goal is to assess students’ skills, determine the additional support they may need, and provide classroom instruction to build digital literacy skills ahead of a transition to a Community College. A tutorial and review of the LMS will provide students with the strategies and reminders they need to participate in classes in Adult Education and college programs successfully.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Clear Structure and presentation

• Creating visual representations

• Experiential learning

• Formative assessment

• Goal setting and monitoring

• Guided Practice

• Immediate Feedback

• Instructor Accessibility

• Observation and Shadowing

• Self-monitoring

HOW | Google Classroom

• The instructor uses a poll to introduce a formative assessment on Google Classroom. Students complete the poll independently.

• After the assessment, the instructor reviews the answers with the students and shares the results with the class.

• Students are asked to log into Google Classroom.

• The instructor then reviews the Google Classroom basics that the students will be required to master during class, including, but not limited to joining classes, file attachments, discussions, stream, classwork, completing assignments, handing in work, etc.

• The instructor will then share additional videos and resources to assist students in mastering Google Classroom.

• At the end of the lesson portion, the instructor will provide an assignment, “scavenger hunt,” in breakout rooms that will require students to show mastery of content as a summative assessment.

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• CO.1: Communicate Effectively: Awareness and adaptation of communication strategies to meet behavioral norms and respect user diversity (Netiquette) (E)

• CO.2: Collaborate with Technology: Digital collaboration (E)

• CO.7: Share Information with Others: Understanding ways to share information with others (E)

• IS.1*: Use & Apply Information: Apply info [synthesize understanding and knowledge, draw conclusions]

• IS.4: Self-assess Your Skills: Identify info needs and competence/knowledge gaps

• EF.1: Use Accessibility Features: Accessibility tools on device

• IS.6: Organize Information & Files: Manage info [e.g. organize and store it in a reasonable manner, use agents and filters]

• LL.2*: Adapt to New Technology: Adaptability [e.g. open to learning new tech, reapply/build on tech experiences]

• OL.10: Save and Manage Content: Use local and cloud storage to manage information and access content from different devices (E)

• WO.3: Manage Projects Online: How to manage a project using computer/online tools

• WO.4: Choose the Appropriate Tools: Understand, identify, and choose appropriate digital tools for work (E)

• WO.6: Create Slide Presentations: Use an online or PC-based presentation software to present information to others (E)

• WO.7: Create Documents: Use an online or PC-based word processor to create a document (E)

• WO.8: Create Spreadsheets: Use online or PC-based spreadsheet software to manipulate or analyze data (E)

JVS - Bridges to College and Careers

TAGS: #ProgramPractice #VideoConferencing #Zoom #JVSBoston

WHAT | Video-conferencing tools increase opportunities to hear diverse perspectives, discover strategies to participate in coursework, and increase learning outcomes effectively.

WHY | The goal is to assess students’ skills, determine the additional support they need, and provide classroom instruction to build digital literacy skills before transitioning to higher education. A tutorial and review of the video conferencing app will provide students with the strategies and reminders they need to participate in Adult Ed or college classes successfully.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Clear Structure and presentation

• Creating visual representations

• Experiential learning

• Formative assessment

• Goal setting and monitoring

• Guided Practice

• Immediate Feedback

• Instructor Accessibility

• Observation and Shadowing

• Self-monitoring

• Video replay analysis

HOW | Zoom: Following orientation, students whose assessment results reveal that they need additional practice in computer basics, specifically Zoom (depending on program and student needs). Students are given a formative assessment to review their digital literacy with Zoom and asked to answer the question(s) at the start of class. After the assessment, the instructor reviews the answers with the students and shares the results. The instructor then reviews the Zoom basics that the students will be required to master during class, including, but not limited to: screen sharing, muting/unmuting, camera on/off, annotate, reactions, messaging via chat, polls, and breakout rooms. The instructor will then share additional videos and resources to assist students in mastering the content over Zoom. At the end of the lesson portion, the instructor will provide a Zoom “scavenger hunt” in breakout rooms requiring students to show mastery of content as a summative assessment.

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• CO.2: Collaborate with Technology: Digital collaboration (E)

• IS.4: Self-assess Your Skills: Identify info needs and competence/knowledge gaps

• LL.2*: Adapt to New Technology: Adaptability [e.g. open to learning new tech, reapply/build on tech experiences]

• EF.1: Use Accessibility Features: Accessibility tools on device

• IS.1*: Use & Apply Information: Apply info [synthesize understanding and knowledge, draw conclusions]

• CO.1: Communicate Effectively: Awareness and adaptation of communication strategies to meet behavioral norms and respect user diversity (Netiquette) (E)